Rik Carl D’Amato, Ph.D. serves as a professor of school psychology for the Ed.S. and Ed.D. Programs in School Psychology and Clinical Neuropsychology at the Chicago School of Professional Psychology, Chicago. He also serves as Editor-in-Chief of the International School Psychology Association’s International Journal of School & Educational Psychology. From 2008 to 2013 he was founding Director of the Centre for Teaching and Learning Enhancement and Professor and founding Head of the Department of Psychology at the University of Macau (UM), Taipa Island, Macao Special Administrative Region (SAR), China. D’Amato is a prolific scholar and award winning professor.

Professor D'Amato has published or presented more than 400 books, articles, chapters, reviews, papers, posters, workshops, etc., including (57 periodical publications and 8 books), most of which address the integration of the practical and scientific aspects of ecological neuropsychology, schooling, interventions, and cross-cultural psychology. He also has presented across the U.S., in Europe, the Middle East, and in Asia. A hallmark of his career has been his collaboration with students or young professors and some 85% of his publications and presentations are co-authored with students or student-faculty research teams.

D’Amato is an elected member of the Society for the Study of School Psychology and was the only member elected while living abroad. He was awarded a Medal of Achievement for serving a distinguished term as Editor-in-Chief of School Psychology Quarterly, the American Psychological Association (APA) School Psychology Division journal. For 18-years, D’Amato served as a Professor of School Psychology and in other roles such as a Research Center Director. Neuropsychology Laboratory director and Assistant Dean at the University of Northern Colorado (UNC) in the College of Education and Behavioral Sciences. He was named an M. Lucile Harrison Professor of Excellence for outstanding teaching in the classroom, and an Albert M. and Jo Winchester Distinguished University Scholar for his research. He also was selected as Graduate Professor of the Year. Before working at UNC, D’Amato was Director of School Psychology at the Mississippi State University. D’Amato founded the Neuropsychology in the School interest group within the National Association of School PSYCHOLOGISTS’ (NASP) in 1987.

Dr. D’Amato began his career as a U.S. high school teacher and a school psychologist. He serves as a site visitor reviewing chair for the APA. He was a NASP Program Reviewer for 22-years typically reviewing 2 programs a year. D’Amato was twice awarded the Who’s Who Among America’s Teachers award after being nominated by his students. In 2005, D’Amato’s research group received the Best Applied Neuroscience Paper of the Year award from the Division of Clinical Neuropsychology of the APA. He was selected as a Senior Fulbright Scholar to train teachers and collaborate on curriculum re-design at the Liepaja Pedagogical Institute in Latvia (the Former Soviet Union). He also taught in Indonesia. Dr. D’Amato is a Fellow in School Psychology and Clinical Neuropsychology of the APA.

NATIONALLY CERTIFIED SCHOOL PSYCHOLOGIST. Currently certified by the National School Psychology Certification Board, National Association of School Psychologists, 1989-2018. Certification Number 13477.

NATIONALLY CERTIFIED COUNSELOR. Currently certified by the National Board for Certified Counselors, Inc., NBCC. 1998-2014. Certification Number 55476.

LICNSED SCHOOL PSYCHOLOGIST. Have held certification by the State Board of Education in Colorado, Florida, Indiana, Mississippi, Minnesota, and Wisconsin. Currently certified in Mississippi.

Areas Of Expertise

Recent Editorial Activities

Editor-in-Chief, International Journal of School and Educational Psychology, Official Journal of the International School Psychology Association (ISPA)
2011-Current.

D’Amato, R. C. (2013). Will you help us change our world? [Welcome and introduction from the Editor-in-Chief]. International Journal of School & Educational Psychology, 1(1), 1-3. DOI: 10.1080/21683603.2013.799026